1. Effective Designs and Practices for Formal Cooperative Learning
(Teamwork & Problem-Based Learning)
Karl A. Smith
University of Minnesota

2. Formal Cooperative Learning Task Groups
Barr & Tagg's From teaching to learing is the most often requested article from Change mangazine
Bill Camplbell and I started working on New Paradigms in 1993.

3. Design team failure is usually due to failed team dynamics (Leifer, Koseff & Lenshow, 1995).
It’s the soft stuff that’s hard, the hard stuff is easy (Doug Wilde, quoted in Leifer, 1997)

4. Top Three Main Engineering Work Activities (Burton, Parker & LeBold, 1998)
Engineering Total
Design – 36%
Computer applications – 31%
Management – 29%
Civil/Architectural
Management – 45%
Design – 39%
Computer applications – 20%
Burton, L., Parker, L, & LeBold, W U.S. engineering career trends. ASEE Prism, 7(9), 4

5. Teamwork 5

6. Characteristics of Effective Groups
Record your list 6

7. • COMPLEMENTARY SKILLS • COMMON PURPOSE & PERFORMANCE GOALS
A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable
• SMALL NUMBER
• COMPLEMENTARY SKILLS
• COMMON PURPOSE & PERFORMANCE GOALS
• COMMON APPROACH
• MUTUAL ACCOUNTABILITY
--Katzenbach & Smith
The Wisdom of Teams
Barr & Tagg's From teaching to learing is the most often requested article from Change mangazine
Bill Camplbell and I started working on New Paradigms in 1993.

8. 8

9. •Positive Interdependence •Individual and Group Accountability
Cooperative Learning is instruction that involves people working in teams to accomplish a common goal, under conditions that involve both positive interdependence (all members must cooperate to complete the task) and individual and group accountability (each member is accountable for the complete final outcome).
Key Concepts
•Positive Interdependence
•Individual and Group Accountability
•Face-to-Face Promotive Interaction
•Teamwork Skills
•Group Processing
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

10. Barr & Tagg's From teaching to learing is the most often requested article from Change mangazine
Bill Camplbell and I started working on New Paradigms in 1993.

11. Listening and Persuading Decision Making Conflict Management
Teamwork Skills
Communication
Listening and Persuading
Decision Making
Conflict Management
Leadership 11

12. Group Task and Maintenance Roles
Group Task Roles
Group Maintenance Roles
Initiating
Encouraging
Seeking Information
Expressing Feelings
Giving Information
Harmonizing
Seeking Opinions
Compromising
Giving Opinions
Facilitating Communications
Clarifying
Setting Standards or Goals
Elaborating
Testing Agreement
Summarizing
Following

13. Team Charter
Team name, membership, and roles
Team Mission Statement
Anticipated results (goals)
Specific tactical objectives
Ground rules/Guiding principles for team participation
Shared expectations/aspirations

14. •EVERY member is responsible for the team’s progress and success.
Code of Cooperation
•EVERY member is responsible for the team’s progress and success.
•Attend all team meetings and be on time.
•Come prepared.
•Carry out assignments on schedule.
•Listen to and show respect for the contributions of other members; be an active listener.
•CONSTRUCTIVELY criticize ideas, not persons.
•Resolve conflicts constructively,
•Pay attention, avoid disruptive behavior.
•Avoid disruptive side conversations.
•Only one person speaks at a time.
•Everyone participates, no one dominates.
•Be succinct, avoid long anecdotes and examples.
•No rank in the room.
•Respect those not present.
•Ask questions when you do not understand.
•Attend to your personal comfort needs at any time but minimize team disruption.
•HAVE FUN!! •?
Adapted from Boeing Aircraft Group Team Member Training Manual

15. Ten Commandments: An Affective Code of Cooperation
• Help each other be right, not wrong.
• Look for ways to make new ideas work, not for reasons they won't.
• If in doubt, check it out! Don't make negative assumptions about each other.
• Help each other win, and take pride in each other's victories.
• Speak positively about each other and about your organization at every opportunity.
• Maintain a positive mental attitude no matter what the circumstances.
• Act with initiative and courage, as if it all depends on you.
• Do everything with enthusiasm; it's contagious.
• Whatever you want; give it away.
• Don't lose faith.
• Have fun
Ford Motor Company 15

16. 16

17. Group Processing Plus/Delta Format Delta Plus
Things That Group Did Well
Delta
Things Group Could Improve

18. Formal Cooperative Learning
Jigsaw
2. Peer Composition or Editing
3. Reading Comprehension/Interpretation
4. Problem Solving, Project, or Presentation
5. Review/Correct Homework
6. Constructive Academic Controversy
7. Group Tests
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

19. Formal Cooperative Learning
Professor's Role in
Formal Cooperative Learning
1. Specifying Objectives
2. Making Decisions
3. Explaining Task, Positive Interdependence, and Individual Accountability
4. Monitoring and Intervening to Teach Skills
5. Evaluating Students' Achievement and Group Effectiveness
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

20. Comparison of Learning Groups
Less Structured (Traditional)
More Structured (Cooperative)
Low interdependence. Members take
High positive interdependence. Members
responsibility only for self. Focus is on
are responsible for own and each other’s
individual performance only.
learning. Focus is on joint performance.
Individual accountability only
Both group and individual accountability.
Members hold self and others accountable
for high quality work.
Assignments are discussed with little
Members promote each other’s success.
commitment to each other’s learning.
The do real work together and help and
support each other’s efforts to learn.
Teamwork skills are ignored. Leader is
Teamwork skills are emphasized. Members
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"
appointed to direct members’ participation.
are taught and expected to use social skills.
All members share leadership
responsibilities.
No group processing of the quality of its
Group processes quality of work and how
work. Individual accomplishments are
effectively members are working together.
rewarded.
rewarded.
Continuous improvement is emphasized.
Continuous improvement is emphasized.

21. Kolb=s Experiential Learning Cycle
Concrete Experience
Testing implications
of concepts in
new situations
Observation and
Reflections
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"
Formulation of abstract concepts and generalizations

22. Problem-Based Learning Subject-Based Learning
START
Apply it
Problem posed
Learn it
Normative Professional Curriculum:
1. Teach the relevant basic science,
2. Teach the relevant applied science, and
3. Allow for a practicum to connect the science to actual practice.
Identify what we
need to know
Subject-Based Learning
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"
START
Given problem to
illustrate how to use it
Told what we
need to know
Learn it

23. Problem-Based Learning (PBL)
Problem-based learning is the learning that results from the process of working toward the understanding or resolution of a problem. The problem is encountered first in the learning process B Barrows and Tamlyn, 1980
Core Features of PBL
$ Learning is student-centered
$ Learning occurs in small student groups
$ Teachers are facilitators or guides
$ Problems are the organizing focus and stimulus for learning
$ Problems are the vehicle for the development of clinical problem-solving skills
$ New information is acquired through self-directed learning
Barr & Tagg's From teaching to learing is the most often requested article from Change mangazine
Bill Camplbell and I started working on New Paradigms in 1993.

24. Problem Based Cooperative Learning Format
TASK: Solve the problem(s) or Complete the project.
INDIVIDUAL: Estimate answer. Note strategy.
COOPERATIVE: One set of answers from the group, strive for agreement, make sure everyone is able to explain the strategies used to solve each problem.
EXPECTED CRITERIA FOR SUCCESS: Everyone must be able to explain the strategies used to solve each problem.
EVALUATION: Best answer within available resources or constraints.
INDIVIDUAL ACCOUNTABILITY: One member from your group may be randomly chosen to explain (a) the answer and (b) how to solve each problem.
EXPECTED BEHAVIORS: Active participating, checking, encouraging, and elaborating by all members.
INTERGROUP COOPERATION: Whenever it is helpful, check procedures, answers, and strategies with another group.
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

25. Cooperative Learning Research Support
Johnson, D.W., Johnson, R.T., & Smith, K.A Cooperative learning returns to college: What evidence is there that it works? Change, 30 (4),
• Over 300 Experimental Studies
• First study conducted in 1924
• High Generalizability
• Multiple Outcomes
Outcomes
1. Achievement and retention
2. Critical thinking and higher-level
reasoning
3. Differentiated views of others
4. Accurate understanding of others' perspectives
5. Liking for classmates and teacher
6. Liking for subject areas
7. Teamwork skills
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

26. Small-Group Learning: Meta-analysis
Springer, L., Stanne, M. E., & Donovan, S Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1),
Small-group (predominantly cooperative) learning in postsecondary science, mathematics, engineering, and technology (SMET) reports from 1980 or later, 39 of which met the rigorous inclusion criteria for meta-analysis.
The main effect of small-group learning on achievement, persistence, and attitudes among undergraduates in SMET was significant and positive. Mean effect sizes for achievement, persistence, and attitudes were 0.51, 0.46, and 0.55, respectively.
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

27. Strategies for Energizing Large Classes: From Small Groups to
Learning Communities:
Jean MacGregor,
James Cooper,
Karl Smith,
Pamela Robinson
New Directions for Teaching and Learning, No. 81, 2000.
Jossey- Bass
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

28. From Small Groups to Learning Communities: Energizing Large Classes
1. The argument for making large classes seem small
2. Getting started: Informal small-group strategies in large classes
3. Going deeper: Formal small-group learning in large classes (included in handout)
4. Restructuring large classes to create communities of learners
5. Implementing small-group learning: Insights from successful practitioners
6. Making small-group learning and learning communities a widespread reality
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

29. The Harvard Assessment Seminars B Richard J. Light
All the specific findings point to, and illustrate, one main idea. It is that students who get the most out of college, who grow the most academically, and who are the happiest, organize their time to include interpersonal activities with faculty members, or with fellow students, built around substantive, academic work.
Environmental Factors That Enhance Students= Academic
and Personal Development and Satisfaction
Alexander Astin in What matters in college:
Four critical years revisited. Jossey-Bass, 1993.
Student-student interaction
Student-faculty interaction
A faculty that is very student-oriented
Discussing racial/ethnic issues with other students
Hours devoted to studying B Time on task
Tutoring other students
Socializing with students of different race/ethnicity
A student body that has high socioeconomic status
An institutional emphasis on diversity
A faculty that is positive about the general education program
A student body that values altruism and social activism 29

30. Making the Most of College Richard J. Light
Harvard University Press (2001)
1. Meet the faculty
2. Take a mix of courses
3. Study in groups
4. Write, write, write
5. Speak another language
6. Consider time
7. Hold the drum 30

31. Fostering Student Engagement in Learning: Lessons from Recent Research
Alexander Astin
Collaboration (May, 2001)
1. Service-learning
2. Interdisciplinary studies
3. Common courses
4. Extensive writing
5. Collaborative learning
6. Independent study
7. Multiculturalism 31

32. Key Features of Cooperative Learning Active/Interactive Cooperative
Personal (before professional)
Structure (before task)
Knee-to-Knee, Eye-to-Eye/Space/Focus
Challenging task (worthy of group effort)
Students talking through the material (cognitive rehearsal)
Learning groups are small (2-5) and assigned
Heterogeneous
Your own cooperative group 32

33. The biggest and most long-lasting reforms of undergraduate education will come when individual faculty or small groups of instructors adopt the view of themselves as reformers within their immediate sphere of influence, the classes they teach every day.
K. Patricia Cross 33

34. We never educate directly, but indirectly by means of the environment
We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.
John Dewey, 1906
It could well be that faculty members of the twenty-first century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments James Duderstadt, 1999 34

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